Date

9-25-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Lucinda Spaulding

Keywords

twice-exceptional, autism, gifted, friendships, transition theory

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this hermeneutic phenomenological study was to explore and describe the lived experiences of developing healthy friendships for twice-exceptional adults with autism spectrum disorder (2e/ASD) in the southeastern United States. The theory guiding this study was Schlossberg’s transition theory, as it provided a framework for understanding how individuals navigate significant changes in relationships, routines, assumptions, and roles. The central research question guiding this study was: What do 2e/ASD adults in the southeastern United States experience as they develop healthy friendships? The study employed a qualitative design using van Manen’s hermeneutic phenomenology to capture the essence of participants’ lived experiences. The sample included 13 adults aged 25 and older who identified as 2e/ASD and had experienced healthy friendships, recruited from online communities and support groups across the southeastern United States. Data collection involved an online questionnaire, physical artifacts, semi-structured interviews, and text-based focus groups to gain a comprehensive understanding of participants’ experiences. Data were analyzed using thematic analysis, guided by van Manen’s approach to phenomenological reflection and interpretation. Four primary themes emerged: (a) Acceptance Without Performance, (b) Predictability and Structure, (c) Mutual Effort and Dependability, and (d) Support Systems and Strategies. Participants described intentional friendship practices guided by internal frameworks of social calculus and emotional budgeting—constructs used to evaluate the energy cost and sustainability of social connection.

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